2021

MATHEMATICAL Abstrac
VALUES OF SCOUT Learning mathematics in elementary schools will be more
meaningful if it is associated with students' extracurricular
PIONEERING activities, Scouts are extracurriculars that teach many things, one
CONSTRUCTIONS of which is rigging or pioneering skills which are full of
elements of geometry. This research is a qualitative descriptive
study that aims to describe and analyze the mathematical values
contained in the construction of the Scout Pioneering building in
terms of the object of school mathematics learning. The research
was conducted at the UNM Scout UKM by asking Scout
members to build several Pioneering buildings. To strengthen
the data, the next researcher conducted interviews with Scout
members as pioneers and Scoutmasters who were engaged in
Mathematics to obtain more in-depth data. Meanwhile, the data
analysis technique used refers to Miles and Huberman, namely
data collection, data reduction, data presentation, and conclusion
drawing. The results of the study reveal that in the process of
making Menara Tiga Kaki, Jemuran, Karapan, and Tandu
buildings, there are mathematical concepts or ethnomathematical
values that can be used in elementary school mathematics
learning. However, Scout members do not use mathematical
measurements at all, only relying on their experience and
intuition.
Keywords: School Mathematics, Scouting, Pioneering.

Muqsitulqadri Syarif
Mathematics Education Study Program, Faculty of Mathematics
and Natural Sciences, Universitas Negeri Makassar
Ahmad Talib
Mathematics Education Study Program, Faculty of Mathematics
and Natural Sciences, Universitas Negeri Makassar
Asdar
Mathematics Education Study Program, Faculty of Mathematics
and Natural Sciences, Universitas Negeri Makassar

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PRELIMINARY
Based on etymology, Mathematics means knowledge obtained by reasoning. Mathematics
has an object of study that is abstract, although not every abstract is Mathematics. While some
Mathematicians consider that the object of study of Mathematics is concrete in their minds, then we
can mention that the object of study of Mathematics is more precisely the object of mental or
thought.

According to Suyono and Soemoenar (2014), school mathematics is mathematics taught in

primary and secondary education. School Mathematics teaching materials consist of selected
sections of Mathematics, in order to develop abilities and shape students' personalities who are able
to compete in the era of science and technology development.

So far, students often find it difficult to study mathematics. This can be seen from the
results of direct and online interviews conducted with 50 students by the author, it appears that only
30% of students like to learn Mathematics. As many as 70% of students answered that they did not
like learning Mathematics on the grounds that Mathematics was a difficult subject. This means that
there are still many students who do not show a positive attitude towards Mathematics. In fact, in
addition to cognitive abilities, there are affective abilities that must be possessed and developed by
every student.

One of the lessons that can also be used as a reference source to make students interested in
learning is Scouting. In Scouting activities, the students seemed happy, interested, and enthusiastic
in participating in all the activities in it. In fact, when participating in Scouting activities, students
do not only face an easy situation. Often the challenges that are given to students are challenges that
are not usually faced by students. However, most students who take part in Scouting activities still
enjoy these activities. This means that the education system used in Scouting activities has
succeeded in giving students a positive attitude in participating in these activities.

Of the many skills taught in Scouting, one of them is rigging technique skills that rely on
skills in using sticks and ropes to make a building called pioneering for example making flagpoles,
stretchers, viewing towers, tripods, monkey bridges, etc. . If observed carefully in the
manufacturing process and the results of this pioneering, there are elements that exist in
Mathematics learning such as squares, rectangles, triangles, blocks, triangular pyramids, etc. This is
one example of an interesting activity in Scouts that can be used as a learning medium to teach
Mathematics in the field of Geometry to students, it's just a matter of how the teacher relates this
pioneering to the object of school Mathematics learning in the field of Geometry.

Based on the description above, we are interested in researching the Mathematical Values in
the Scout Pioneering Building. The problem discussed in this study is how the mathematical values
in the construction of the Scout pioneering building are viewed from the object of school
mathematics learning. This study aims to identify the values of Mathematics in the manufacture of
Scout pioneering buildings in terms of the object of school Mathematics learning.

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METHODE
This study uses a qualitative research with a descriptive approach. This approach is used to
describe and analyze the mathematical values contained in the construction of the Scout Pioneering
building. In this study the authors used two data sources, namely primary data sources and
secondary data sources. The research instrument used was an observation guide and an interview
guide.

The object of research is focused on the mathematical values contained in several forms of
Scout Pioneering buildings which have the same elements as several geometric shapes in
Mathematics learning, namely the Three Feet Tower (Limas Triangle), Clothesline (Triangle
Prism), Karapan (Trapezoid), and Stretcher (Rectangle).

Data collection techniques using triangulation. According to Sugiyono (2012) triangulation

is defined as a data collection technique that combines various data collection techniques and
existing data sources. Researchers used observation, interviews and documentation.
a. Observations
Observations were made by observing the process of making Pioneering buildings and
noting the mathematical elements contained in the pioneering buildings of Menara Tiga
Kaki, Jemuran, Karapan, and Tandu.
b. Interview
Interviews were conducted to the first informant who asked about the process of making the
Pioneering building, the second and third interviewees who asked their opinion about the
relationship between the shape of the Pioneering building and the object of Mathematics
and Mathematical Values in the Pioneering building in terms of the Object of School
Mathematics Learning.
c. Documentation
The documentation in question is in the form of pictures in the process of making the Scout
Pioneer building on Menara Kaki Tiga, Jemuran, Karapan, and Tandu.
By using triangulation techniques in data collection, the data obtained will be more
consistent, complete and certain. Triangulation will further increase the strength of the data, when
compared to one approach (Sugiyono, 2012).
Data analysis used the Analysis Interactive model of Miles and Huberman (1994: 12) which
divided the analysis activities into several parts, namely: data collection, data reduction, data
presentation, and drawing conclusions or data verification. Here is a picture of the model “Analysis
Interactive”:

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Picture 1. Analysis Interactive Model from Miles

& Huberman (1994: 12)
Based on the picture above, in general the data analysis in this study was carried out through
the following stages; (1) record all phenomena found in the field either through observation,
interviews and documentation; (2) reviewing the records of observations, interviews and
documentation studies, as well as separating data that are considered important and unimportant,
this work is repeated to check for possible misclassifications; (3) describe the data that has been
classified by taking into account the focus and objectives of the research; and (4) make a final
analysis in the form of a research report.
RESULTS AND DISCUSSION
A. Results
After observing the process of making pioneering buildings, it was found that in the
process of making pioneering buildings, scout members did not know that they unconsciously
used mathematical concepts in the process of making pioneering because they only used
intuition and knowledge that they had previously acquired and had practiced repeatedly. Here is
the manufacturing process:

No. Sections that contain

Math Forms Making process
elements of Mathematics

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1. Menara Kaki Tiga  Three sticks of the same

(Triangular pyramid) length are tied using a
triangular knot. Then after
being tied, the stick is
stretched to form a triangle.
At this stage of stretching the
maker stretches the stick
using only predictions of
whether the legs are balanced
Triangular pyramid or not.
(Hvidsten, 2005)

 To hold the legs from the

triangular ties that were made
earlier so that they are strong
and sturdy, sticks are tied
around them. The knot used
in tying this stick is a cross
knot because the angle
formed is not 90o.
Triangular pyramid
(Hvidsten, 2005)
 After making two triangular
pyramid shapes, then the
maker will string and combine
these two pyramids into one
by means of one of these
triangular pyramids will be
turned over and tied to the
other end of the triangular
pyramid. In determining the
Two Triangular right position, so that the
Pyramids triangular pyramid above is
balanced, the maker only uses
(Hvidsten, 2005) his instincts.

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 This section is the base or

footing for the top of the
tower of view. The maker
will make a knot starting with
the base node and then the
anchor knot until it's finished
alternately to form a certain
pattern, for example in the
Triangle Pattern picture beside and ending
(Hvidsten, 2005) with the base node.

2. Jemuran (Triangular Prism)  In making a clothesline with

a triangular prism shape, we
must first make two triangles,
the knots used are one cross
node and two cross knots.
The cross knot is used if the
angle formed is not 90o,
while the cross knot is used if
Right angle the angle formed is 90o.
(Hvidsten, 2005)

 Next, the two triangles that

have been made are connected
by tying some sticks as shown
in the picture. This stick is not
only used to connect the two
triangles, but also as a place
to hang clotheslines.
Triangular Prism
(Hvidsten, 2005)

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3. Karapan (Trapezoid)  In making the first Karapan,

tie three sticks with the
arrangement as shown in the
picture, because the angle
formed is not 90o, the knot
used is a cross knot.
Relationship Between
Angles
(Hvidsten, 2005)

 Next tie the stick at the other

end as in the picture. The
lower stick is used as a
foothold, the upper stick is
Trapezoid used as a handle and the right
and left sticks are the legs of
(Hvidsten, 2005) Karapan.

4. Tandu (Rectangle)  Take two sticks of the same

length then two people hold
each end of the stick and
place it on the waist as shown
in the picture so that when
tied the distance between the
Rectangle two sticks does not change.
(Hvidsten, 2005)

 Start tying the stick by

starting with a base knot and
continuing with an anchor
knot that is tied alternately
with a certain distance.
Symmetry
(Hvidsten, 2005)

B. Discussion
1. The direct object of School Mathematics Learning

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There are 10 Basic Competencies (KD) that are relevant to the discussion in this
study, namely the values of Mathematics in the Scout Pioneering building in terms of the
object of school mathematics learning, namely KD 3.4 and 4.4 in class 1 Elementary
School, KD 3.8 and 4.8 in class 2 Elementary School, and KD 3.3, 4.3, 3.4, 4.4, 3.5, and 4.5
in class 3 Elementary School, the following is the relation to the direct object of school
mathematics learning:
a. Facts
Facts are all conventions in mathematics, like mathematical symbols. Facts are
often found in mathematical symbols, as well as in calculations. Facts are in the form of
conventions expressed by certain symbols. The object of this fact is closely related to
the Basic Competencies in Elementary Schools, for example in KD 3.4 in class 1 of
Elementary School on Recognizing spatial shapes and flat shapes using various concrete
objects. Here students are invited to get to know what it is to wake up and wake up flat
using concrete objects, namely pioneering because pioneering has parts in the form of
wakes and flat shapes so that teachers can use them to introduce shapes from flat wakes
and wakes up space.
b. Concepts
Concepts are abstract ideas that can be used to group or classify a set of objects
whether a particular object is an example of a concept or not. Concepts can also be
interpreted as understanding. There is an undefined meaning and a non-defined
meaning. The object of this concept is closely related to the basic competencies in
elementary schools, for example in KD 3.8 in class 2 Elementary School about
explaining flat shapes and building spaces based on their characteristics and KD 3.5 in
class 3 Elementary Schools about analyzing flat shapes based on their properties. which
is owned. After the students were invited to recognize flat shapes and spatial shapes,
now students are asked to be able to explain and analyze the characteristics and
properties of flat shapes and spatial shapes. Teachers can use pioneering buildings to
show and demonstrate directly which parts are included in the characteristics and
properties of flat and spatial shapes.
c. Principles
Principles are complex mathematical objects. Principles can consist of several
facts, several concepts related by a relation or operation. In simple terms it can be said
that the principle is the relationship between the various basic objects of mathematics.
Principles can be statements commonly known as axioms or propositions. The object of
this principle is closely related to the Basic Competencies in Elementary School, for
example in KD 3.4 in class 3 Elementary School on Explaining angles, types of angles
(right angles, acute angles, and obtuse angles), and non-standard units of measurement.
After the students were invited to multiply and explain the characteristics and properties
of flat shapes and shapes, now students are asked to be able to explain about angles. The
teacher can use the pioneering structure to explain the angle because each part of the
stick and rope connection in the pioneering structure will definitely form an angle.
d. Skills
The skills here are mathematical skills. That is the skill of writing mathematical
symbols, applying facts, concepts and mathematical principles correctly. Also
mathematical thinking skills. Thus, mathematical skills are closely related to
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seriousness, and persistence in doing practice questions that are preceded by mastery
and understanding of mathematical facts, concepts and principles. The object of this
skill is closely related to the Basic Competencies in Elementary Schools, especially in
the Core Competency 4 (Skills) section, for example in KD 4.4 in class 1 Elementary
School about classifying flat shapes and building spaces based on certain properties by
using various concrete objects. After students gain knowledge about recognizing flat
shapes and building spaces using concrete objects, of course they will acquire a skill
where they can classify shapes and shapes based on certain properties using concrete
objects, this also applies to other basic competencies that have been taught previously
by the teacher.

2. The indirect object of school mathematics learning

Learning mathematics in educational units aims to make students have the following
abilities:
a. Understand mathematical concepts, explain the relationship between concepts and
apply concepts or algorithms, flexibly, accurately, efficiently, and precisely, in
problem solving.
b. Uses reasoning on patterns and traits, performs mathematical manipulations in
making generalizations, constructing proofs, or explaining mathematical ideas and
statements.
c. Solving problems which include the ability to understand problems, design
mathematical models, complete models and interpret the solutions obtained.
d. Communicating ideas with symbols, tables, diagrams, or other media to clarify the
situation or problem.
e. Have an attitude of appreciating the usefulness of mathematics in life, namely
having curiosity, attention, and interest in learning mathematics, as well as a
tenacious and confident attitude in problem solving.
The five points mentioned above are abilities obtained from indirect objects of school
mathematics learning, whereas from the Scout side the results from learning Pioneering
skills will lead more to their ability to work together in a team, dexterity, ability to
visualize what is imagined, and accuracy.

So, with students learning Pioneering skills, it will have a positive impact on student
development, especially on aspects of student personality development. It is further
explained in the 2013 Curriculum that the achievement of the Core Competencies of
Spiritual Attitudes (KI 1), Social Attitudes (KI 2), Knowledge (KI 3), and Skills (KI 4)
acquires meaningful knowledge (meaningfull learning) through systemic-adaptive
facilitation of Scouting education. in the education unit.

CONCLUSION
Basically the process of making pioneering buildings uses basic mathematical concepts and
pays attention to the aesthetics of the pioneering buildings that are made. Scout members in making
pioneering buildings only rely on intuition and experience gained from previous learning outcomes.
The pioneering building has mathematical elements in it because the pioneering building is in the
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form of a geometric shape like the one in mathematics and contains mathematical objects and
principles in it.

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